few_shots: Example:
Problem/activity:
Problem 1
Solve using the standard algorithm. If you get stuck, use an area model and/or the partial products algorithm to help. Then assess the reasonableness of your answer.
a.
$$5,803\times46$$
b.
$$63\times2,116$$
Problem 2
Dunkin' introduced a croissant doughnut in 2014. In the first three months of its debut, they sold 7,870 dozen of them per day. How many croissant doughnuts were sold in the first three months?


Topic options: 
A. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
B. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
C. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
D. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
E. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
F. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
G. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
H. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
I. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
J. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
K. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.


Thought: This set of problems involves performing operations, specifically multiplication, on multi-digit whole numbers in base ten.
Answer: D

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: fl_problem_000674

5
options: Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
problem_activity: Narrative
The goal of this activity is for students to examine different ways to write the product of a three-digit number and a two-digit number as a sum of partial products. Students match sets of partial products which can be put together to make the full product. Students are provided blank diagrams, familiar from the previous lesson, that they may choose to use to support their reasoning. In the activity synthesis, students relate the expressions and diagrams to equations to prepare them to analyze symbolic notation for partial products in the next activity.
When students relate partial products and diagrams to the product
\(245 \times 35\)
they look for and identify structure (MP7).
MLR8 Discussion Supports.
Display the following sentence frame to support small-group discussion: “I noticed _____ , so I matched . . . .” Encourage students to challenge each other when they disagree.
Advances: Speaking, Conversing
Required Materials
Materials to Copy
Partial Product Expressions
Required Preparation
Create a set of cards from the blackline master for each group of 2.
Launch
Groups of 2
Display first image from student book.
“What product does this rectangle represent?” (
\(245 \times 35\)
)
“Today, you are going to take turns with your partner picking expressions that can be added together to give the product
\(245 \times 35\)
. You can use the diagrams to explain your reasoning, if they are helpful.”
Activity
10 minutes: partner work time
Monitor for students who:
use the diagram to determine which expressions they will use.
look at the expressions and think about how they could be used to find the full product.
compute the full product in different ways.
Student Facing
[IMG]
[IMG]
[IMG]
Take turns picking out a set of expressions that are equal to
\(245 \times 35\)
when added together. Use the diagrams if they are helpful.
Explain how you know the sum of your expressions is equal to
\(245 \times 35\)
.
What is the value of
\(245 \times 35\)
? Explain or show your reasoning.
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Advancing Student Thinking
If students do not choose correct expressions to represent a sum that is equal to
\(245 \times 35\)
, refer to one of the empty boxes in the diagram and ask, “Which multiplication expression represents this partial product?”
Activity Synthesis
Invite previously selected students to share their strategies. As students share, record their reasoning with equations.
Display:
\(245 \times 30 + 245 \times 5  = 245 \times 35\)
“How do you know this equation is true?” (I can put the 30 and 5 together since they are both multiplied by 245. I see that
\(245 \times 30\)
is the top part of the diagram and
\(245 \times 5\)
is the bottom part. Together that’s the whole diagram.)


correct_option_index: 2